Chapter 9: Conduct Problems in Children and Adolescents

Test Bank

Multiple Choice

1. Conduct problems are ______.

a. the most common childhood mental health problems referred for diagnosis b. surpassed only by ADHD as a reason for pediatricians to refer to a mental health provider c. surpassed by anxiety disorders and depression as a reason for pediatricians to refer to a mental health provider d. infrequently referred to mental health providers because these issues are often not considered mental health issues, but instead “bad behavior” issues

Ans: B

Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions

Cognitive Domain: Comprehension

Answer Location: Oppositional Defiant Disorder and Conduct Disorder

Difficulty Level: Medium a. It is practiced in a group. b. It focuses on the use of punishment. c. It takes place in the classroom. d. It is usually mandated for those who have been arrested

2. Which of the following is one key component of aggression replacement training?

Ans: A

Learning Objective: LO 9.3. Describe evidence-based psychosocial treatments for childhood conduct problems.

Cognitive Domain: Analysis

Answer Location: Aggression Replacement Training

Difficulty Level: Medium a. symptom number b. symptom frequency c. children’s overall developmental context d. situational context

3. Which of the following is NOT suggested by the DSM-5 as a way to distinguish typical child behavior from childhood behavior problems?

Ans: D

Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Knowledge

Answer Location: Oppositional Defiant Disorder

Difficulty Level: Medium a. observational assessment using analogue tasks b. interviews with siblings and/or classmates c. norm-referenced behavior rating scales d. performance on tests of impulse control and frustration tolerance

4. How do clinicians determine if a child’s behavior is uncharacteristic for his or her age?

Ans: C

Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension

Answer Location: Oppositional Defiant Disorder

Difficulty Level: Medium a. argumentative and defiant behavior b. angry or irritable mood c. vindictiveness d. aggression toward people and animals

5. Which class of symptoms for ODD is characterized by problems controlling both emotions and overt actions?

Ans: C

Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension

Answer Location: Oppositional Defiant Disorder

Difficulty Level: Easy a. argumentative and defiant behavior b. angry or irritable mood c. vindictiveness d. aggression toward people and animals

6. Which dimension of ODD predicts the emergence of CD in adolescence?

Ans: C

Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension

Answer Location: Oppositional Defiant Disorder

Difficulty Level: Easy a. argumentative and defiant behavior b. angry or irritable mood c. vindictiveness d. aggression toward people and animals

7. Depressive disorders are associated with which dimension of ODD?

Ans: B

Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension

Answer Location: Oppositional Defiant Disorder

Difficulty Level: Medium a. Symptoms must be present at an earlier age for a diagnosis of ODD than for a diagnosis of ADHD. b. Only ADHD involves problems regulating behavior. c. ADHD requires symptoms to be present in more settings. d. Only ADHD requires impairment in social, academic, or occupational functioning.

8. In which of the following ways does ODD differ from ADHD?

Ans: C

Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Analysis

Answer Location: Oppositional Defiant Disorder

Difficulty Level: Hard a. when it has persisted more than 2 years b. when it developed before the age of 6 years old c. when it appears in three or more settings d. When the outcome of the disorder requires extensive supports for appropriate functioning

9. When would a child with ODD be considered to have a severe form of the disorder?

Ans: C

Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension

Answer Location: Oppositional Defiant Disorder

Difficulty Level: Hard a. aggression to people or animals b. destruction of property c. vindictiveness d. serious violations of rules

10. Which of the following is NOT a category of symptoms for conduct disorder (CD)?

Ans: C

Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Knowledge

Answer Location: Conduct Disorder

Difficulty Level: Easy a. aggression to people and animals b. destruction of property c. deceitfulness or theft d. serious violations of rules

11. Breaking and entering is in which category of conduct disorder behaviors?

Ans: C

Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Application

Answer Location: Conduct Disorder

Difficulty Level: Medium a. skillstreaming b. meditation and mindfulness training c. anger control training d. moral reasoning training

12. Aggression replacement trainng includes all of the following EXCEPT ______.

Ans: B

Learning Objective: LO 9.3. Describe and give examples of evidence-based psychosocial treatments for childhood conduct problems.

Cognitive Domain: Knowledge

Answer Location: Aggression Replacement Training

Difficulty Level: Easy a. a structured, psychoeducational activity in which a skill is introduced by a facilitator and defined by the group b. practicing a new social skill in a variety of contexts c. practicing a new social skill repeatedly in a single context until it is mastered d. an activity in which the skills needed to accomplish a task are written down and voted on by a group

13. What is skillstreaming?

Ans: A

Learning Objective: LO 9.3 Describe and give examples of evidence-based psychosocial treatments for childhood conduct problems.

Cognitive Domain: Knowledge

Answer Location: Aggression Replacement Training

Difficulty Level: Medium a. overtness and destructiveness b. overtness and confrontation c. destructiveness and duration d. destructiveness and rule-breaking

14. Which were the two dimensions along which Frick and colleagues were able to classify conduct problems?

Ans: A

Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Knowledge

Answer Location: Overt vs. Covert Problems

Difficulty Level: Medium a. property violations b. aggression c. rule violations d. oppositional-defiant behavior

15. Which class of conduct problems is covert and nondestructive?

Ans: C

Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension

Answer Location: Overt vs. Covert Problems

Difficulty Level: Easy a. property violations b. aggression c. rule violations d. oppositional-defiant behavior

16. Setting a fire would fall into which category of conduct problems?

Ans: A

Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension

Answer Location: Overt vs. Covert Problems

Difficulty Level: Medium a. proactive aggression b. reactive aggression c. rule violations d. oppositional-defiant behavior

17. Mike is at a party where everyone is dancing close together. Another kid accidentally bumps into him, and Mike punches the kid. Mike’s behavior is an example of ______.

Ans: B

Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Application

Answer Location: Reactive vs. Proactive Aggression

Difficulty Level: Easy a. impulsivity b. young children c. emotion regulation problems d. extra sensitivity to reinforcement

18. Reactive aggression is associated with all of the following EXCEPT ______.

Ans: D

Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension

Answer Location: Reactive vs. Proactive Aggression

Difficulty Level: Easy a. It is effective in the short term, but 13 years after treatment, the effect disappears. b. It is effecitve in reducing misdemeanors but not felonies. c. It is effective in reducing adolescent antisocial behavior and may also have long-term positive effects. d. It is effective in reducing arrests, but not effective in reducing offenses committed, indicating it can backfire and teach youths ways to get away with their crimes.

19. Evidence on the efficacy of MST has indicated which of the following?

Ans: C

Learning Objective: LO 9.3 Describe and give examples of evidence-based psychosocial treatments for childhood conduct problems.

Cognitive Domain: Comprehension

Answer Location: Multisystemic Therapy

Difficulty Level: Medium a. whether at least one symptom occurs before age 10 b. whether the criteria are fully met before age 10 c. whether the child is diagnosed before age 10 d. whether the condition is treated before age 10

20. The distinction between childhood-onset CD and adolescent-onset CD is ______.

Ans: A

Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension

Answer Location: Childhood-Onset vs. Adolescent-Onset Problems

Difficulty Level: Medium a. the number of covert symptoms the youth shows in adolescence b. the number of overt symptoms the youth shows in adolescence c. greater socioeconomic disadvantage d. childhood-onset of the CD

21. Which factors are NOT associated with a youth with CD’s likelihood of devleoping ASPD?

Ans: C

Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension

Answer Location: Childhood-Onset vs. Adolescent-Onset Problems

Difficulty Level: Hard a. limited social support seeking b. lack of remorse or guilt c. lack of concern about performance d. shallow or deficient affect

22. Which of the following is NOT a part of the “with limited prosocial emotions” specifier for CD?

Ans: A

Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension

Answer Location: Limited Prosocial Emotions

Difficulty Level: Easy a. He should be diagnosed with conduct disorder with limited prosocial emotions b. He most likely had adolescent-onset CD c. He is experiencing a lack of remorse or guilt. d. He is experiencing callousness or lack of empathy.

23. Jaiden has been diagnosed with CD. Not only was he engaging in acts of physical aggression, setting fires (among other things) and lying, he also didn’t seem to feel sorry for any of these acts but did regret getting caught. Which of the following is true of Jaiden?

Ans: C

Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Application

Answer Location: Limited Prosocial Emotions

Difficulty Level: Medium a. by asking the child to self-report b. by asking the parents to describe the symptoms and their duration and severity c. by seeking reports from multiple adults inolved in the child’s life d. through extensive interviews between the clinician and the child, which may involve role-playing or scenarios

24. What is the best way to assess limited prosocial emotions?

Ans: C

Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension

Answer Location: Limited Prosocial Emotions

Difficulty Level: Easy a. more common than CD without limited prosocial emotions b. associated with more instances of shoplifting and truancy c. associated with higher likelihood of serious, violent crime d. more common in childhood than in adolescence

25. Research has shown that CD with limited prosocial emotions is ______.

Ans: C

Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension

Answer Location: Limited Prosocial Emotions

Difficulty Level: Easy a. They are less willing to establish a trusting relationship with a therapist. b. They will hide medication instead of taking it. c. They may be less sensitive to reinforcement. d. They view their behavior as less problematic than others with CD do.

26. Those with CD with limited prosocial emotions may be especially resistant to treatment because of which of the following?

Ans: A

Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension

Answer Location: Limited Prosocial Emotions

Difficulty Level: Hard a. family b. peers c. community d. school

27. Which of the following is NOT a system addressed by MST?

Ans: C

Learning Objective: LO 9.3 Describe and give examples of evidence-based psychosocial treatments for childhood conduct problems.

Cognitive Domain: Knowledge

Answer Location: Multisystemic Therapy

Difficulty Level: Easy a. Shared genes explain the association. b. Genes predispose children to show oppositional behaviors, and then the responses by adults lead to ADHD symptoms. c. The hyperactive-impulsive symptoms of ADHD lead youths to engage in aggression and other antisocial acts. d. Difficulties controlling their emotions lead kids with ADHD to develop oppositional-defiant and aggressive behavior.

28. Which of the following has NOT been posited regarding the nature of the association between ADHD and conduct problems?

Ans: B

Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension

Answer Location: Attention-Deficit/Hyperactivity Disorder

Difficulty Level: Medium a. Youths with conduct disorders are more likely to use substances than those without conduct disorder. b. Youths with conduct disorders begin using substances at earlier ages than those without conduct disorder. c. ODD and CD may be important, unique predictors of adolescent substance use problems. d. The relationship between conduct problems and substance use is mediated by ADHD.

29. Which of the following is NOT true regarding the relationship between conduct problems and substance use?

Ans: D

Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension

Answer Location: Substance Use Problems

Difficulty Level: Medium a. Children with conduct problems and alcohol and drug use tend to be more attuned to negative than to positive reinforcement, causing them to seek negative reinforcement from substances and from engaging in deviant behavior. b. A common set of genes predisposes individuals to both conduct problems and substance use disorders. c. Disruptive children are typically first introduced to alcohol and drugs by older, deviant peers. d. Sensitivity toward rewards may predispose youths to both conduct problems and substance use.

30. Which of the following has NOT been proposed as a cause of the relationship between conduct problems and alcohol and drug use?

Ans: A

Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension

Answer Location: Substane Use Problems

Difficulty Level: Medium a. ADHD b. anxiety or depression c. ADHD and anxiety or depression d. ADHD and substance use disorder

31. Among those with CD, which of the following comorbid conditions is more common among girls than among boys?

Ans: C

Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension

Answer Location: What Disorders Are Associated With Conduct Problems?

Difficulty Level: Hard a. Depression and feelings of low self-worth cause conduct problems b. Depressive smptoms are masked by children’s disruptive and aggressive behavior. c. Conduct problems usually precede depressive symptoms. d. Conduct problems turn into depressive symptoms because hatred for the world and society turns inward to become a hatred of oneself.

32. Recent research has supported which of the following theories of the relationship between conduct problems and depression?

Ans: C

Learning Objective: LO 9.2 Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths

Cognitive Domain: Analysis

Answer Location: Anxiety and Depression

Difficulty Level: Medium a. seemed to produce a cancelling effect, with behavior no better than control children b. did not provide any additional benefit to PSST alone c. did not provide any additional benefit to PMT alone d. produced better outcomes than either treatment alone

33. Combining PSST and PMT ______.

Ans: D

Learning Objective: LO 9.3 Describe and give examples of evidence-based psychosocial treatments for childhood conduct problems.

Cognitive Domain: Comprehension

Answer Location: Problem-Solving Skills Training

Difficulty Level: Easy a. Boys are more likely than girls to have CD, but are equally likely as girls to have ODD. b. Boys are more likely than girls to have ODD, but are equally likely as girls to have CD. c. Boys are more likely than girls to have CD, and are more likely than girls to have ODD. d. Boys and girls are equally likely to have CD, and are equally likely to have ODD.

34. Which of the following is true regarding the prevalence of conduct problems?

Ans: C

Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension

Answer Location: What Iis the Prevalence of Children’s Conduct Problems?

Difficulty Level: Easy a. Rates are similar between boys and girls in preschool, then the rate of conduct problems increases overall in middle school, with boys having a higher rate than girls; by late adolescence the gap narrows. b. Rates are similar between boys and girls in preschool, but then the rate of conduct problems from middle school onward increases only for boys, while girls stay at the same low level. c. From preschool through adulthood, males always have a higher rate of conduct problems than females do. d. From preschool through middle school, boys have a higher rate of conduct problems but in late adolescence the gender gap narrows.

35. Which is true of the relative prevalence of conduct problems across time, as a function of gender?

Ans: A

Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension

Answer Location: What Is the Prevalence of Children’s Conduct Problems?

Difficulty Level: Hard a. Girls view relational aggression as more deniable than other types of aggression. b. Girls are socialized differently and are discouraged from displaying anger through physical aggression. c. Girls may find relational aggression to be more effective than physical aggression. d. Girls’ comparatively advanced language skills make relational aggression possible at younger ages for them than for boys.

36. The text describes a number of reasons girls might engage in relational aggression to a greater degree than boys do. Which of the following is NOT one of them?

Ans: A

Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension

Answer Location: What Is the Prevalence of Children’s Conduct Problems?

Difficulty Level: Medium a. PMT b. PCIT c. PSST d. MST

37. Social information-processing biases present in those with conduct problems are targeted by which of the following?

Ans: C

Learning Objective: LO 9.3 Describe and give examples of evidence-based psychosocial treatments for childhood conduct problems.

Cognitive Domain: Comprehension

Answer Location: Problem-Solving Skills Training

Difficulty Level: Medium a. Young children’s emotional outbursts may make it more difficult for parents to respond sensitively and appropriately. b. Preschool-age children’s problems with emotion regulation may make it more diffiuclt for them to internalize rules and maintain appropriate behavior. c. Children who regulate their emotions too much often internalize disapproval and see threats even when they are not present. d. Intense negative emotional displays can lead to peer rejection, causing affiliation with other peerrejected children who may introduce them to antisocial behaviors.

38. Problems with emotion regulation can lead to the development of conduct problems in all of the following ways EXCEPT which of the following ?

Ans: C

Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Comprehension

Answer Location: Emotion-Regulation Problems

Difficulty Level: Hard a. interpreting cues b. clarifying goals c. generating possible plans for action d. evaluating

39. Teaching a child to ask, “What are all my possibilities?” is associated with improvement in which of the social processing steps?

Ans: C

Learning Objective: LO 9.3 Describe and give examples of evidence-based psychosocial treatments for childhood conduct problems.

Cognitive Domain: Comprehension

Answer Location: Problem-Solving Skills Training

Difficulty Level: Easy a. They have low resting heart rate, reduced brain activity, and low skin conductivity. b. They report not experiencing strong emotions. c. Their parents report low emotional responsiveness. d. They have trouble identifying the emotions of others.

40. How do we know that some youths with difficult temperament show low emotional arousal?

Ans: A

Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Comprehension

Answer Location: Low Emotional Arousal

Difficulty Level: Easy a. joy and sorrow b. disappointment and excitement c. fear and guilt d. anger and jealousy

41. Reprimands by parents are less effective for those with low emotional arousal primarily because these children have an impairment in the experience of which of the following?

Ans: C

Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Analysis

Answer Location: Low Emotional Arousal

Difficulty Level: Medium a. are not interested in pursuing pleasure and excitement b need more extreme experiences to obtain pleasure and excitement c. cannot experience pleasure and excitement d. need to engage in typical pleasurable experiences much more frequently to obtain pleasure and excitement

42. Those with low emotional arousal ______.

Ans: B

Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Analysis

Answer Location: Low Emotional Arousal

Difficulty Level: Medium

43. Aggressive and delinquent behavior is most strongly associated with: a. ODD b. CD c. low emotional arousal d. high emotional reactivity

Ans: C

Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Comprehension

Answer Location: Low Emotional Arousal

Difficulty Level: Medium a. high marital distress b. low socioeconomic status c. family history of substance abuse d. lead exposure

44. Which of the following is NOT a predictor of continued behavior problems after completing the Incredible Years program?

Ans: D

Learning Objective: LO 9.3. Describe and give examples of evidence-based psychosocial treatments for childhood conduct problems.

Cognitive Domain: Knowledge

Answer Location: Videotaped Modeling and the Incredible Years Program

Difficulty Level: Medium a. Both the child and the parent are positively reinforced. b. Both the child and the parent are negatively reinforced. c. The child is positively reinforced and the parent is negatively reinforced. d. The child is negatively reinforced and the parent is positively reinforced.

45. A child sees a toy he wants in a store window. He asks for the toy. His mother says no. The child begins to tantrum. The mother is embarrassed and frustrated and rationalizes that it is just a small toy. She gives in and buys the toy for her son, and the son stops crying. What is the result of this coercive family process?

Ans: C

Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Comprehension

Answer Location: Coercive Parent–Child Interactions

Difficulty Level: Easy a. authoritarian and authoritative b. authoritarian and hostile–coercive c. authoritarian and permissive d. permissive and hostile–coercive

46. Parents of disruptive children frequently alternate between which two types of parenting behaviors?

Ans: D

Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Knowledge

Answer Location: Modeling Physical Aggression

Difficulty Level: Easy a. It does not allow children to understand which actions should be avoided. b. It models hostile and aggressive behaviors to children. c. It doesn’t teach children new, prosocial beahviors. d. It rewards children, through negative reinforcement, for escaping punishment.

47. Which of the following is NOT a disadvatage of positive punishment?

Ans: A

Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Comprehension

Answer Location: Modeling Physical Aggression

Difficulty Level: Easy a. children whose families participated in any of the treatment components showed more improvement in behavior than children whose families did not participate b. children whose families participated in multiple treatment components showed more improvement in behavior than children whose families participated in only one c. the most effective component of the program is the SCHOOL program d. about 25% of parents report that their children have significant behavior problems 3 years after completing treatment

48. Research on the outcomes associated with the Incredible Years program indicates all of the following EXCEPT ______.

Ans: C

Learning Objective: LO 9.3 Describe and give examples of evidence-based psychosocial treatments for childhood conduct problems.

Cognitive Domain: Knowledge

Answer Location: Videotaped Modeling and the Incredible Years Program

Difficulty Level: Medium a. paternal depression b. maternal depression c. paternal antisocial behavior d. parental substance abuse

49. Which of the following is NOT especially associated with oppositional, defiant, and aggressive behavior in offspring?

Ans: A

Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Knowledge

Answer Location: Parents’ Cognitions and Mental Health

Difficulty Level: Medium a. the child-directed interaction component of PCIT b. the parent-direct interaction component of PCIT c. PMT d. MST

50. Learning how to give effective commands to children is a component of which of the following?

Ans: B

Learning Objective: LO 9.3 Describe and give examples of evidence-based psychosocial treatments for childhood conduct problems.

Cognitive Domain: Comprehension

Answer Location: Parent–Child Interaction Therapy

Difficulty Level: Easy a. encoding cues about the social situation b. clarifying goals for the situation c. deciding on a response d. reporting thoughts or actions to others

51. According to the social information processing model, which of the following is NOT one of the six problem-solving steps to resolve social situations?

Ans: D

Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Comprehension

Answer Location: How Can Children’s Social Information Processing Contribute to Conduct Problems?

Difficulty Level: Medium a. proactive aggression b. reactive aggression c. social withdrawal d. social facilitation

52. A child who has trouble encoding and interpreting situational cues would be most likely to show which of the following?

Ans: B

Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Comprehension

Answer Location: How Can Children’s Social Information Processing Contribute to Conduct Problems?

Difficulty Level: Medium a. negative reinforcement b. parent –child interaction training c. token economy d. Premack’s principle

53. Maverick’s mom says, “You can watch TV, but first you have to put away your toys.” This is an example of ______.

Ans: D

Learning Objective: LO 9.3 Describe and give examples of evidence-based psychosocial treatments for childhood conduct problems.

Cognitive Domain: Application

Answer Location: Parent Management Training

Difficulty Level: Easy a. Those with proactive aggression tend to ignore potentially important cues in the situation. b. Those with proactive aggression tend to prioritize instrumental over relational goals. c. Those with proactive aggression tend to emphasize the positive aspects of aggressive behavior. d. Those with proactive aggression tend to minimize the negative aspects of aggressive behavior.

54. Which of the following is NOT a typical difference in social information processing between those who exhibit proactive aggression and typically developing individuals?

Ans: A

Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Comprehension

Answer Location: How Can Children’s Social Information Processing Contribute to Conduct Problems?

Difficulty Level: Medium a. controversial sociometric bias b. rejected association c. selective affiliation d. deviancy training

55. Rich and Bobby have both been teased and ostracized by their peers. In part, this is because they each have exhibited disruptive and oppositional behaviors. So, Rich and Bobby become friends with each other. Their friendship is a tendency known as ______.

Ans: C

Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Application

Answer Location: Peer Rejection and Deviancy Training

Difficulty Level: Easy a. parent management training b. multisystemic treatment c. problem-solving skills training d. parent–child interaction training

56. Which is the most widely used and best supported treatment for conduct problems in children?

Ans: A

Learning Objective: LO 9.3. Describe and give examples of evidence-based psychosocial treatments for childhood conduct problems.

Cognitive Domain: Knowledge

Answer Location: Parent Management Training

Difficulty Level: Medium a. Those with early menarche are more likely to be using medications for physical or psychological conditions; these conditions confer the risk for conduct problems. b. Those with early menarche are more likely to be using medications for physical and psychological conditions; the side effects of these medications confers the risk. c. Those with early menarche are exposed to a much greater hormonal cascade than other individuals; the hormonal cascade confers the risk. d. Those with early menarche exhibit physical changes that can attract much older boys, who can introduce them to antisocial and sexual behavior; this social influence confers the risk.

57. Why does early menarche place girls at risk for conduct problems?

Ans: D

Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Comprehension

Answer Location: Peer Rejection and Deviancy Training

Difficulty Level: Medium a. Poorer neighborhoods may lack institutional resources to meet children’s needs. b. Poorer neighborhoods may have less supervision of children’s afterschool activities. c. Poorer neighborhoods may have weaker social control networks to encourage prosocial behavior. d. Poorer neighborhoods, by virtue of their typically higher crime, may have higher parental monitoring, causing more children to rebel.

58. Which of the following is NOT a way in which poorer neighboroods may confer greater risk for disruptive behavior problems in childhood?

Ans: D

Learning Objective: 9.2 Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension

Answer Location: Neighborhood Risk

Difficulty Level: Easy a. Yes, but only for parents who are not under high stress. b. Yes, but parents with substance use or mental health problems are more likely to drop out. c. Yes, but only for adolescents; children may not have the cognitive ability to engage in it fully. d. No, a recent meta-analysis showed no improvement with parent management training compared to a no-treatment control group.

59. Is parent management training effective?

Ans: B

Learning Objective: LO 9.3 Describe and give examples of evidence-based psychosocial treatments for childhood conduct problems.

Cognitive Domain: Comprehension

Answer Location: Parent Management Training

Difficulty Level: Medium a. peer rejection b. additional genetic risk c. difficult temperament d. hyperactive-impulsive behaviors in early childhood

60. Which of the following is the best predictor of which children with ODD will be on the childhood-onset CD path?

Ans: A

Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Comprehension

Answer Location: Childhood-Onset Conduct Disorder Pathway

Difficulty Level: Medium a. ODD only pathway b. childhood-onset CD pathway c. adolescent-onset CD pathway d. CD only pathway

61. Which of the following is NOT one of the three main pathways toward conduct problems?

Ans: D

Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Knowledge

Answer Location: What Are Three Developmental Pathways Toward Conduct Problems?

Difficulty Level: Easy a. Those with callous-unemotional traits have a persistent form of the disorder, while others typically return to normal functioning within 2 years. b. The majority of those with childhood-onset CD will still have the condition 3 years later. c. The majority of those with the condition will develop psychopathy. d. Less than 5% of those with childhood-onset CD can be rehabilitated.

62. Which is true of the course of childhood-onset CD?

Ans: B

Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Comprehension

Answer Location: Childhood-Onset Conduct Disorder Pathway

Difficulty Level: Easy a. excellent; most youths discontinue their antisocial actions in early adulthood b. poor; most youths with adolescent-onset CD continue to meet criteria for a conduct problem in adulthood, though not quite as many as with childhood-onset CD c. poor; as many youths with adolescent-onset CD as with childhood-onset CD continue to meet criteria for a conduct problem in adulthood d. fair; many continue to engage in antisocial behavior into their early adulthood

63. The prognosis for those on the adolescent-onset CD pathway is ______.

Ans: D

Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Comprehension

Answer Location: Adolescent-Onset Conduct Disorder Pathway

Difficulty Level: Medium

True/False

1. The child’s distress is necessary for a diagnosis of oppositional defiant disorder (ODD).

Ans: F

Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension

Answer Location: Oppositional Defiant Disorder

Difficulty Level: Medium

2. Lying would be considered a covert symptom of CD.

Ans: T

Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension

Answer Location: Overt vs. Covert Problems

Difficulty Level: Easy

3. Childhood-onset CD is usually associated with worse outcomes than adolescent-onset CD.

Ans: T

Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension

Answer Location: Childhood-Onset vs. Adolescent-Onset Problems

Difficulty Level: Easy

4. Using DSM-5 criteria, children can have both ODD and CD at the same time

Ans: T

Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Comprehension

Answer Location: The Relationship Between Oppositional Defiant Disorder and Conduct Disorder

Difficulty Level: Medium

5. Because youths with ODD and CD often have first-degree relatives with histories of conduct problems or antisocial behavior, we can conclude that conduct problems are transmitted due to shared genes.

Ans: F

Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Analysis

Answer Location: Are Conduct Problems Heritable?

Difficulty Level: Medium

6 Children who show reactive aggression are more likely to be rejected by peers than children who show proactive aggression.

Ans: T

Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Comprehension

Answer Location: Peer Rejection and Deviancy Training

Difficulty Level: Medium

7 Multisystemic therapy does not produce reliable benefits for youths with severe conduct problems, but does seem to produce a benefit for their siblings.

Ans: F

Learning Objective: LO 9.3 Describe and give examples of evidence-based psychosocial treatments for childhood conduct problems.

Cognitive Domain: Knowledge

Answer Location: Multisystemic Therapy

Difficulty Level: Medium

Essay

1. How does conduct disorder relate to psychopathy?

Ans: Those with limited prosocial emotions share many characteristics with those with psychopathy; notably the antisocial behavior, shallow affect, disregard for the suffering of others, and the callousness and lack of emotional responsiveness. Adult psychopaths, however, are often superficially charming and manipulative to gain trust or favors and motivated to seek out new experiences, irrespective of the risk of potentially negative consequences. Psychopathy is not a DSM-5 disorder but is similar to ASPD. Children cannot be diagnosed with ASPD, but youths with conduct disorder with limited prosocial emotions are at risk for this condition. However, most children and adolescents are not classified with psychopathy; the label is thought to be potentially stigmatizing, particularly as it may connote immutability.

Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Analysis

Answer Location: Limited Prosocial Emotions

Difficulty Level: Medium

2. How might academic underachievement perpetuate conduct problems?

Ans: Academic underachievement, seen in 25% of children with conduct problems, and even more likely in those with comorbid ADHD, often leads to negative attitudes about schools and teachers. These youths often put little value in schoolwork and show reduced confidence in their academic prowess. This is cutting them off from a valuable source of resilience. Further, leaving school uneducated makes it more difficult for them to be able to go on to have many career paths that require such an education, making deviance after high school more likely.

Learning Objective: LO 9.1. Describe the key features of oppositional defiant disorder (ODD) and conduct disorder (CD). Explain how conduct problems vary as a function of children’s age of onset, gender, and capacity for prosocial emotions.

Cognitive Domain: Analysis

Answer Location: Academic Problems

Difficulty Level: Medium

3. What finding related to the development of conduct problems provides support for the diathesis-stress model?

Ans: Caspi et al. (2003) examined a gene that coded for production of MAOA. Boys who had a mutation causing low levels of the enzyme were at risk for developing conduct problems, but only if they experienced maltreatment.

Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Analysis

Answer Location: Are Conduct Problems Heritable?

Difficulty Level: Hard

4. In what ways does low emotional arousal contribute to the development of conduct problems?

Ans: Because children with low emotional arousal don’t experience much fear and guilt when engaging in misbehavior, they don’t develop a conscience or a capacity for advanced moral reasoning. They are also less sensitive to punishment. They are less able to experience pleasure, and need more extreme, sometimes even dangerous, experiences to feel the same pleasure that a typically developing child gets from ordinary experiences.

Learning Objective: LO 9.2. Discuss some of the main causes of children’s conduct problems across genetic, biological, psychological, familial, and social-cultural levels of analysis. Outline three main developmental pathways to conduct problems in youths.

Cognitive Domain: Analysis

Answer Location: Low Emotional Arousal

Difficulty Level: Medium

5. Provide an example of environmental structuring.

Ans: Making sure a child takes her nap so she’s not tired before going to grandma’s house Generally, avoiding known triggers.

Learning Objective: LO 9.3 Describe and give examples of evidence-based psychosocial treatments for childhood conduct problems.

Cognitive Domain: Application

Answer Location: Parent Management Training

Difficulty Level: Medium

6. Describe the components of multisystemic therapy.

Ans: For parents, there’s traditional parent training but also attempts to remove obstacles that might interfere, such as martial discord, substance use problems, or lack of social support. In school, increasing parental involvement in education and increasing monitoring of their children’s attendance and behavior in school is important as well. MST therapists attempt to remove barriers to success, like improving relationships between parents and teachers. With peers, therapists attempt to break relationships with deviant peers and create relationships with prosocial peers, developing new peer networks and improving social skills.

Learning Objective: LO 9.3 Describe and give examples of evidence-based psychosocial treatments for childhood conduct problems.

Cognitive Domain: Comprehension

Answer Location: Multisystemic Therapy

Difficulty Level: Medium